Discourse analysis is concerned with the relationship between language (within spoken, written and multi-modal texts) and the social and cultural contexts in which that language is used. There are many definitions of discourse analysis in terms of both its theoretical and methodological stance, and also the sets of techniques to support analysis that comprise its methods. In this session, we will explore some of the definitions and approaches defined as discourse analysis with regard to their applicability, usefulness, and current use in higher education research.

The session will be practical in nature, trialling different ways of studying action in talk and text. Using examples of actual texts, participants will test out different analytical approaches associated with discourse analysis, including: genre analysis, discourse grammar, corpus-based approaches, multimodal discourse analysis and critical discourse analysis. The session does not intend to be prescriptive in terms of approach, rather it seeks to stimulate debate, discussion and reflection based on actual experience of working with language.

Finally, the session will provide participants with an opportunity to consider how they might frame their own research within a discourse analysis perspective and will offer guidance on designing discourse analysis projects.

Dr Karen Smith is principal lecturer and head of collaborative research and development in the School of Education at the University of Hertfordshire. Originally trained as a linguist, Karen is an active higher education researcher and draws on methods of discourse analysis to support her research. Recent research projects – drawing on critical discourse analysis, corpus linguistics, and genre analysis – have been funded by SEDA, the University of Hertfordshire, and the SRHE.